Week 9: teaching of reading and writing

The past four chapters in Brown (Ch.18-21) have been really enlightening to me because I was able to compare my language learning experience and use the comparison to help me better relate to my future students. I am really glad that I chose to learn a language prior to pursuing a TESOL minor because I feel so much better prepared to teach and can sympathize with my students with the various aspects of language learning such as speaking, listening, writing and reading.

Brown’s chapter 20 was really helpful because I know how difficult it is for certain students to thrive in reading in their first language so it is important to learn how to teach students helpful techniques when reading in their target language. In our various discussions on top-down and bottom-up processing, I have been able to explore the benefits of each method and form my own opinion on the best method to use. In my own language learning process, I felt most comfortable using the bottom up approach because I like to have all of the required tools (such as grammar structures and a basic understanding of vocabulary) before I tackle the reading process. After taking a better look at the top down approach, I definitely see the benefits of this method as well because it reaches out to the more global learners who like to see the big picture and try to figure out the meaning on their own. I think it is important to utilize a combination of both approaches because it is helpful to see the text in its authentic form so that learner’s can figure out the meaning without it being changed into a simpler form.

I like the idea of incorporating a variety of genres when teaching a language because it previews the learners to the different types of literature that they will be exposed to during their learning process. Although in my experience I found certain literature types to be much more complicated to interpret (such as poetry and other forms of creative writing) I also appreciated the challenge because it required me to go beyond just reading because I needed to research the time period it was written and the cultural connections that could give it another meaning. It is also important to teach techniques to acquire better reading skills so that the learner doesn’t become overwhelmed and can scan, skim and analyze effectively.

In regards to writing in the second language, I always found this to be the easiest in my personal experience so it was interesting to read about how Brown felt was the best method to teaching writing. I really liked his perspective of the more important aspect of writing was the process not the product. Although it may be the easiest way to simply grade a students’ product, it should be equally as important to reflect on the process they went through when writing. As a writer myself, I think another aspect of writing that is especially important is the writer’s voice. As a teacher, I think that the voice of a writer is another aspect to take in account when grading a piece of work and should always be appreciated. In order for a student to develop their voice, a personal journal is a great tool to use so that they can write in a safe environment and try out different techniques.

Week 8: Teaching of Listening and Speaking

I thought Brown’s chapter on teaching listening was really interesting because I can really relate to how difficult it is to learn how to listen an appropriately understand the locators intentions of the conversation and I really had no idea how to teach those ideas. When he suggests the multiple ways to teach listening skills they really captured my attention because I will one day need to use these techniques in order to ensure successful communication. For example, his suggestion of considering the form of the listener’s responses caught my attention the most because the learner’s responses really are a great indicator of how well they understood the utterance in the first place. I slightly disagree with this idea to some extent because with my learning experience, I feel that I always fully understand listening portions in a conversation but occasionally it is difficult to create a response without some minor errors so I don’t think that would be the best indicator.

Thus, Brown’s chapter on teaching speaking was equally as interesting because I am struggling with proving my fluency with the OPI exam and I thought it had some good pointers for language learners. Like we previously discussed in class, I think that the concept of language ego has a big impact on language learners and it is a difficult barrier to get passed since it is really on a more personal level. I thought that Brown’s most important principle for teaching speaking skills was providing appropriate feedback and correction. Although I feel that this depends directly on the learner and how they are most comfortable with the idea of feedback, I think it is still incredibly important for a learner to advance in their proficiency.

When reading Kumar’s chapter about teaching learner autonomy I couldn’t help but reflect back on the chapters that I presented on teaching learning styles and having students continually take self tests about their most appropriate learning styles and that by realizing how each individual learner has a different learning style, will best impact how a learner is successful in a language classroom.

readings for week 5

I thought the assigned articles were interesting this week because they pointed out various viewpoints that I hadn’t previously considered. For example, Skehan’s article mentions that although input is a crucial aspect in language learning, along with interaction, these two combined are still not enough.  I always agreed that input alone is not enough because it provides no opportunity for practice or learning through interaction, this article suggests that focus on form is equally as important. I thought this was interesting because I never really remember focusing on form when learning my native language, but I did find it important when acquiring my L2. This was somewhat eye opening to me because once I began learning my L2, I started comparing the forms and meanings to my L1 which in turn helped me develop my L1 as well.

I strongly agree with the Skehan article and its stress on the importance of negotiation of meaning. I never really applied negotiation of meaning to my language acquisition process but I realized the importance of this concept when I reflected on my learning of particularly difficult topics for me like geology. The only way that I found out I could acquire the new concepts was when I talked them out with a friend until we both agreed on a definition we created together.  

The section of the various tasks and how the author thought it was difficult to provide an exact definition was interesting to me because it reminded me of another class activity in which my classmates and I were asked to provide a definition of “text”. What I thought was a relatively simple word turned into an hour long debate on what could be considered a text. In my opinion, I think that tasks requiring justification and interaction are the two best tasks in regards to language acquisition. These are the two methods that best prove whether a student has a real understanding of the language because  they are forced to communicate with interaction, and justification shows that they can explain a conclusion once it is reached.

When comparing the task based instruction article and the end of CLT, I thought that they both were similar in stating that CLT is just not enough.  The quote about communicative language teaching not being enough because it was focused on the teaching and not learning really caught my eye because it shows how much you can take away from just the title of something. I think that focusing more on the context and veering away from just the main principles of CLT a happy medium can be reached.

 

Readings for Week 4

Once again, I would like to point out the beginning quote. I love the comparison between teachers and their ability to sway only after having a stable and steady base to ground themselves to. As much as I am indifferent to the idea of “tenure” I think this metaphor is a perfect example of teachers who have been working with a school for an extended period of time and the luxuries they come to find after putting in their time closely following guidelines.

I liked the way Kumar presented his classification of methods as language-centered methods, learner-centered methods and learning-centered methods. He continues to explain that language centered methods are concerned with linguistic forms, or grammatical structures that seek to provide practice examples that may help lead to a mastery of the language.  Kumar argues that language is developed through a conscious effort, so does that mean he is opposed to the critical period hypothesis? Furthermore, his idea of learner centered methods aim to “make language learners grammatically accurate and communicatively fluent” and it differs from the first method because it is more concerned with the learner and their understanding of the linguistic forms.  Lastly, he presents learning centered methods that focus primarily on the learning process and language development is considered more incidental than intentional.

I thought his ideas of post method pedagogy, entailing particularity, practicality and possibility were presented in an interesting fashion and the visual of the three dependant on one another in the circle was a nice touch. Without teaching towards specific students, with much practice and embracing your individual character as a teacher, I agree with Kumar that the learning process would not be the same.

I had never really dissected the meanings of either communicative language learning or task based language teaching but it was interesting to see how Brown compared the two. I like the idea of TBLT because it requires lifelike interactions, there is an assessment of the activity and there is a problem to solve.  By using real situations it is easier for a learner to acquire new terms, expressions and behaviors common to a certain culture.

Beyond methods ch. 1

"To teach is to be full of hope” this very first quote that started the chapter really caught my eye before I began reading because it is absolutely spot on.  I think that all teachers must be very optimistic and have passion for sharing their knowledge with their students.  Without hope this would be an extremely taxing job that would never be enjoyed. As I continued reading I thought the different classifications of teaching were interested because I always just thought the words to be synonyms and never really considered there being a difference between them. For example, when the author stated that a profession really differs from vocation because an employee can be considered professional while still not considering it to be their calling, I thought it was a great connection to the first quote.  Everyone lives to find their true calling in life which re-sparks the idea of hope.

When the author discussed the main goal of teaching as the learning process to take place in as short of time as possible it made me reflect on the little things I may have passed on to the children I have already been able to work with. My most recent example would have to be over the summer when I was working as a nanny and I taught a little girl how to blow a bubble with her gum in a rather short period of time.  As simple and meaningless as the task may seem, it is a habit that can be practiced on a daily basis for the rest of her life and I like to think that she will think of me occasionally because I was the one who taught her how.   Similarly, whenever I reflect on how I learned Spanish I always think of my previous teachers who impacted my language acquisition. I’m sure they would be happy to know that I remember them from time to time now that I am beginning to pave the way towards becoming a teacher myself.

Teaching by principles, ch. 1&2

I just want to start by saying that the first page of this chapter was extremely uplifting and I was really excited by my career choice having read the first chapter.  Although it points out the challenges that will come as well, I really enjoyed being reminded of how much my profession will make a difference which is something I should remind myself on a daily basis especially when things become overwhelming. “Few professions can offer the fulfillment of knowing that your seemingly insignificant work really can make a difference in a world in need of communication that transcends national borders and interests”.  

The drill of analyzing a teachers approach to teaching different topics is really helpful because I like to analyze my own lesson plans in order to make them better and I appreciate feedback as well. In Ms. Lee’s lesson plans it is very apparent that she is a flexible teacher. She realized that some aspects of the activities proved too demanding for students and in order to make sure that each student is getting the full understanding of the lesson she helped by explaining things herself instead of having volunteers (like with the movie categories) so that each and every student understood instead of just a handful.

As I continued reading, I liked being able to split up a lesson plan with the ideas of approach, method and technique. It was interesting to see how many different varieties of these ideas were made throughout time until present day. I also liked to analyze the different learning methods and feel that my personal favorite was the “suggestopedia” that stated great quantities of material can be processed if the right learning conditions are given.  I really agree with this idea because I know how I learn, and I am much more prone to developing and learning if I am in an environment in which I am comfortable in.

ENG 345 blog post #1

Diving into my third TESOL class is really exciting to me because now that I understand the basic fundamentals of the principles behind TESOL now we get to learn "beyond" the methods. I am a senior Spanish education major with a minor in TESOL and I will be student teaching in the spring (provided I pass my OPI, fingers crossed!) I had the opportunity of studying abroad in fall of 2010 and I would absolutely love to visit another Spanish speaking country very soon. I have not been placed for my student teaching but I would like to be placed somewhere in the Northwest suburbs since that is where I was raised. I think my ideal setting would be teaching Spanish in a highschool but I would also be interested in trying out the middle school age group at some point in my life.  I think that down the road once I have a better grasp of the language and it is very natural, I would love to teach ESL in a middle school because I think I would be making much more of a difference teaching English because although Spanish is useful to know in the United States, it is not necessary while  without an understanding of English it would be very difficult to get by. With this in mind, I look forward to learning more about how I can teach ESL classes in various settings this semester.